In recent years, the number of minority preparatory undergraduates has gradually increased. Minority preparatory undergraduates living in the dual culture have more difficulties of cultural adaptation and mental health problems(Li, 2014; Li, Feng, et al., 2014; Li, Wang, et al., 2014; Yu et al., 2015). The minority preparatory undergraduates who have cultural adaptation difficulties is easily to experience more alienation, anxiety, tension and so on. Subjective well-being has been an important area of research in positive psychology, which reflects individuals’ affective and cognitive evaluations of their lives. Subjective well-being is an important indicator of mental health, which is closely related to the life, learning and cultural adaptation of minority preparatory undergraduates. Cultural intelligence is one of the important influence factors to minority preparatory undergraduates’ subjective well-being(Ang et al., 2007; Ayoob et al., 2015). Few studies have examined the mediating processes between cultural intelligence and minority preparatory undergraduates’ subjective well-being. Mediational analyses attempt to identify the intermediary process that leads from the independent variable (e.g., cultural intelligence) to a dependent variable (e.g., minority preparatory undergraduates’ subjective well-being) . Therefore, more attention should be paid to minority preparatory undergraduates’ subjective well-being. It is very necessary to study the potential mechanisms of minority preparatory undergraduates’ subjective well-being so as to design improvement programs. The present study aimed to explore the chain mediation mechanism among cultural intelligence, bicultural identity integration, acculturative stress and subjective well-being. Specifically, the present study examined whether cultural intelligence would be indirectly related to minority preparatory undergraduates’ subjective well-being through bicultural identity integration and acculturative stress. The results could help effectively enhance subjective well-being of minority preparatory undergraduates. 799 minority preparatory undergraduates (338 boys and 461 girls, Mage=19.12±1.51) were recruited in the study to complete self-report questionnaires. Cultural intelligence was measured with the cultural intelligence questionnaire which consists of 20 items. The respondents rated the extent to which they agreed with each statement on a 7-point Likert scale. Bicultural identity integration was assessed with the bicultural identity integration questionnaire which consists of 8 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. Acculturative stress was measured with the acculturative stress questionnaire which consists of 15 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. Subjective well-being was evaluated with the subjective well-being questionnaire which consists of 9 items. The respondents rated the extent to which they agreed with each statement on a 7-point Likert scale. The results indicated that: (1) Bicultural identity integration mediated the effect of cultural intelligence on minority preparatory undergraduates’ subjective well-being. Cultural intelligence not only directly influence well-being minority preparatory undergraduates’ subjective well-being, but also through influence Bicultural identity integration, ultimately influence minority preparatory undergraduates’ subjective well-being; (2) Acculturative stress mediated the effect of bicultural identity integration on minority preparatory undergraduates’ subjective well-being. Cultural intelligence could directly influence minority preparatory undergraduates’ subjective well-being, as well as through influenced bicultural identity integration and acculturative stress, ultimately influenced minority preparatory undergraduates’ subjective well-being. Therefore, bicultural identity integration and acculturative stress played a chain mediating effect between cultural intelligence and minority preparatory undergraduates’ subjective well-being. The chain mediating model significantly revealed the effect mechanism of cultural intelligence on minority preparatory undergraduates’ subjective well-being. These findings supported our model that the link between cultural intelligence and minority preparatory undergraduates’ subjective was complex and dependent on other factors. The conclusion of the study had important reference value for improving minority preparatory undergraduates’ subjective well-being.